Book Chapter10.1007/978-1-4020-5032-9_2
Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science
David F. Treagust
- 01 Jan 2007
- pp 11-26
8
TL;DR: In this article, the authors present trends in science enrolments and interest in science, primarily in developed nations, and provide examples of four types of research-based approaches to curriculum and evaluate the evaluation of innovative "units" in science for enhancing affective and cognitive goals.
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Abstract: This paper is organised around two issues, firstly locating interests in science within science education research and secondly providing examples of four types of research-based approaches to curriculum. The first issue, from the extant literature, is concerned with present trends in science enrolments and interest in science, primarily in developed nations. Three questions organise this Section: do current science curricula achieve the intended affective (interest) and cognitive (achievement) goals; how are interests in science best measured; and what is the contribution of research on conceptual change for science achieving affective and cognitive goals? The second issue provides examples of the evaluation of innovative ‘units’ – interpreted as topics within a curriculum – in science for enhancing affective and cognitive goals, both from other colleagues and from my own work. The relative incidence and viability of the four research types are discussed. The paper concludes with recommended research needed to move the field of interests in science forward, claiming that without research to determine whether or not innovative research-based curricula or topics within a curricula are perceived by students as being interesting, and that successful learning outcomes ensue, there is little likelihood of arresting this decline of enrolments in science
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Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change
TL;DR: The authors presented an analysis of a conceptual change model for describing student learning by applying research on student motivation to the process of conceptual change and discussed the role of classroom contextual factors as moderators of the relations between student motivation and conceptual change.
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Barry J. Fraser,Kenneth Tobin +1 more
- 01 Jan 1998
TL;DR: This book discusses the impact of technology on Science Instruction: HistoricalTrends and Current Opportunities, and how to support students' Artefact Construction in Science Education using the Science Curriculum.
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The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction
Clark A. Chinn,William F. Brewer +1 more
TL;DR: In this article, a detailed analysis of the ways in which scientists and science students respond to anomalous data is presented, giving special attention to the factors that make theory change more likely.